柬埔寨中学英语教材（EFC）改革刍议——以EFC1为例

在教学过程当中，教材是最重要因素之一。EFC1是柬埔寨目前正在使用的公办中学英语教材的第一本。本文就该教材讨论了其特点以及存在的问题，并就如何完善EFC提出了一些建议。     

EDUCATION AS AN AFFIRMATIVE INVENTION: ALAIN BADIOU AND THE PURPOSE OF TEACHING AND CURRICULUM

Schools can be places where students articulate a preferred social future and exercise informed judgment with others toward that goal. Yet, educators have few examples of what a curriculum explicitly concerned with undertaking such a process might look like. Distinct from questions about how best to receive an Other or social science investigations of what may constitute educational “best practices,” Kent den Heyer explores here the ways in which the work of Alain Badiou provides for a more proactive arrangement of knowledge in schools organized to instigate truth‐processes that might supplement individual and socially inherited commitments. Through this exploration, den Heyer argues for the democratic and life‐affirming benefits of scholars and teachers who take up a “disciplinary ethic of truths.” He provides one of potentially many curricular examples of such an arrangement of knowledge.     

Text comprehension strategy instruction with poor readers

The goal of this study was to investigate the effects of teachingtext comprehension strategies to children with decoding andreading comprehension problems and with a poor or normallistening ability. Two experiments are reported. Four textcomprehension strategies, viz., question generation, summarizing,clarification, and predicting were taught through directinstruction and reciprocal teaching. In both experiments, effectswere measured according to a pretest – posttest – retentiontest – control group design. Dependent variables wereexperimenter-developed strategic reading and listening tests, andstandardized reading and listening comprehension tests. In thefirst experiment the subjects were 9 to 11-year-old poor readersfrom special schools for children with learning disabilities. Inthis experiment, the intervention program's texts and strategyinstructions were presented in listening settings only. Thesubjects in the second experiment were 10-year-old children fromregular elementary schools and 9 to 11-year-old children fromspecial schools. They were also poor readers but their decodingperformance was not as poor as in the subjects in experiment 1.In experiment 2, the intervention program involved textpresentations in alternating reading and listening lessons.Although in general, normal listeners performed better on allcomprehension tests than poor listeners, there were nodifferential program effects for the two listening levels. Cleareffects of both programs were found on strategic reading andlistening tests administered directly after the interventions. Inthe first experiment, maintenance test performance showedprolonged program benefits, whereas in the second experimentthese maintenance effects were blurred by unexpected gains of thecontrol groups of students, especially from regular schools.Finally, apart from some local successes, neither of the twoexperiments offered stable evidence of transfer of comprehensionstrategy training to standardized general listening and readingcomprehension tests.     

Gender differences in the kinematics and ball velocity of overarm throwing in elite team handball players

The aim of this study was to investigate the throwing velocity and kinematics of overarm throwing in team handball of elite female and male handball players. Kinematics and ball velocity of a 7 metre-throw in eleven elite male (age 23.6 ± 5.2 yr, body mass 87.0 ± 6.8 kg, height 1.85 ± 0.05 m) and eleven elite female (age 20.3 ± 1.8 yr, body mass 69.9 ± 5.5 kg, height 1.75 ± 0.05 m) team handball players were recorded. The analysis consisted of maximal joint angles, angles at ball release, maximal angular velocities of the joint movements, and maximal linear velocities of the distal endpoints of segments and their timing during the throw. The ball release velocity of the male handball players was significantly higher than the females (21.1 vs. 19.2 m · s(-1); p < 0.05). No major differences in kinematics were found, except for the maximal endpoint velocities of the hand and wrist segment, indicating that male and female handball players throw with the same technique. It was concluded that differences in throwing velocity in elite male and female handball players are generally not the result of changes in kinematics in the joint movements.     

自行车运动员专用脚蹬测力传感器的研制与应用

根据力学原理设计了一种专用的二维测力脚蹬。其工作原理是:脚蹬受到力的作用后对应弹性体变形,在变形处贴有电阻应变片,以达到测量的目的.经标定后达到了设计要求:垂直力大于100公斤,水平力大于50公斤,相对误差小于1%,旋转角度360度,非线性、重复性、滞后和蠕变误差均在±0.05%F·s 内。该传感器经两年多高速、大负荷使用证明安全可靠。     

Problematical aspects of expatriate educational research with and in developing countries

Discussions of the problems of expatriate educational research with and in developing countries are at the core of this paper. How should a research project be set up? Who should initiate it and finance it? How does it fit into an overall development strategy? These and other questions are analysed sensitively and with understanding. The paper also examines how research questions should be formulated and how the research should be designed. Inevitably there are hidden objectives which do not appear explicit in the early stages. There are yet others which should be made explicit. Problems also arise over collecting and disseminating data, especially when the time comes to publish a report. So often political and other considerations influence the final report. Ultimately, however, the success or failure and the value or otherwise of any research depends on an intricate web of relationships, at the heart of which must be mutual trust.     

一种针对已知作者的姓名消歧方法

在外文期刊数据库中,同一姓名简称代表多位作者的现象十分普遍,严重影响作者检索的精度。本次研究将规则与算法相结合,依据规则为分类算法标注训练数据,从而在无监督条件下使用有监督算法,实现作者的精确检索。该算法适用于论文查证等已知作者身份的姓名消歧问题,相比通用的消歧方法,该方法结合无监督算法无需人工标注的优点,以及有监督算法高效率、易对应实体的优点。实践结果表明,该方法具有较高的准确度。     

Cultural factors in the origin and remediation of alternative conceptions in physics

Over a wide range of subject areas students exhibit persistent conceptions contrary to the prevailing scientific concepts. The same alternative conceptions in physics are reported to exist across many countries, within a variety of cultural and environmental contexts. Also, many alternative conceptions show striking similarities with difficulties encountered in the historical development of physics. What is the reason for these similarities? Is intuitive science learned or triggered? And, if similar brain structures are responsible for common-sense theories, in what way then are cultural factors still important in the teaching-learning process? The influence of cultural factors will be discussed on the basis of literature available on this topic. Data collected by the authors in the Netherlands, Indonesia and countries in Africa are also taken into consideration. A distinction is proposed between alternative conceptions some of which may be universal and some dependent on culture. The same distinction is made regarding ways of reasoning and epistemology. It is suggested that the effectiveness of methods for the remediation of alternative conceptions is strongly influenced by cultural aspects of the teaching-learning process.     

普通高校体育课程教学改革的理论思考

针对目前我国普通高校体育改革中存在的问题 ,作者就大学体育与中学体育教学内容的衔接问题、学校体育与竞技体育的关系问题、体育教学中教学方法与评价标准等问题进行了思考 ,并结合现代体育教学的新思想、新观念 ,探讨新课程理念下的体育教学观念的更新。     

Students’ Perceptions of a Problem-Based Learning Environment

During the last decades, traditional learning environments have been criticised for not developing the prerequisites for professional expertise (H. Mandl, H. Gruber &; A. Renkl, Interactive minds: Life-span perspectives on the social foundation of cognition, pp. 394–412, Cambridge, UK: Cambridge University Press, 1996; P. Tynjälä, International Journal of Educational Research, 31, 357–442, 1999). To meet this criticism, educational approaches such as problem-based learning, project-based learning and case-based learning are being implemented to an increasing extent. Research also concentrates on the efficiency of these approaches in terms of students’ learning outcomes. At the same time, classroom-based theories of learning (J. B. Biggs, British Journal of Educational Psychology, 63, 3–19, 1993; M. Prosser &; K. Trigwell, Understanding learning and teaching. Buckingham, UK: SRHE and Open University Press, 1999) stress the importance of the investigation of subjective learning environments in order to understand the nature of these students’ learning outcomes, for learning results are not a mere function of the learning setting because each student operates as a filter for the possible influence of the environment. However, most research on students’ perception of the learning environment is conducted in predominantly traditional learning environments.The goal of our research was to investigate students’ perceptions of the key design variables of a problem-based learning environment and if students perceive that they enhance learning. There are four research questions. First, to what extent do students’ perceptions of a PBL environment match the theoretical assumptions of PBL? Second, do their perceptions differ as a function of the institutional context? Third, is there a difference in the perceptions of students between groups of first year and experienced students and between disciplines? Fourth, are there interaction effects between study phase and discipline?The results show that, in general, students value the key variables of the learning environment as powerful (i.e. enhancing learning). Also, the results indicate that students’ perceptions of the learning environment in various institutional contexts differ significantly. In general, no distinctions were found related to students in different study phases. However, in terms of specific design variables, students studying in diverse disciplines showed significantly divergent perceptions. Finally, significant interaction effects were found between study phase and discipline.